A study investigated the teaching of grammar in an advanced English as a Second Language (ESL) class in Lancaster, Pennsylvania. For a week, the instructor taught the students on the topic of comparatives, superlatives, and equatives. The instructor gave a written pretest, posttest, and a delayed posttest to the whole class of 15-25 immigrants and refugees aged 17-70 and a delayed posttest in oral form to five students. Results of the posttests showed at least modest improvements in all students. Even when students did not retain all the grammatical structures, it was evident that they were working to incorporate the forms into their oral language. The instructor concluded that it was productive to teach grammar in class, even if the lesson seemed confusing to students when it was taught. It was suggested that research be conducted at 6 months to determine how much of the lesson students retain at that point. Appendices contain the written first posttest and the oral test grading sheet. (KC)